Lesson Title: Observation # 1 The Earth Under Our Feet
State Standards: GLEs/GSEs
R.I. GSEs Standards Unifying Themes Of Science vScientific Theory vNature of Science Earth and Space Science ESS1(5-8)POC-3 Explain how Earth events (abruptly and over time ) can bring about changes in Earth's surface: landforms, ocean floor, rock forms, or climate. ESS1(7-8) -3 Students demonstrate an understanding of processes and change over time within earth systems by... 3a) Evaluating slow processes e.g. seafloor spreading, mountain building to determine how the Earth has changed and will continue to change over time. 3b) Evaluating fast processes e.g. earthquakes to determine how the Earth has changed and will continue to change over time.
National Standards:
National Science Standard G
All students should develop understandinf of:
Science as a human endeavor.
Nature of science.
History of Science.
Content Standard D
As a result of their activities in grades 5-8, all students should develop an understanding of
the structure of the earth system.
The solid earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core.
Context of Lesson:
Using the guiding statement “Let us, as scientist begin the task of looking at this Earth with our newly discovered scientific tools and scientific perspective that we learned in the last class. We need to practice.” the class will embark on their first experience of being scientists. The class will begin their investigation into the understanding of the Earth they are living on, otherwise known as the science of geology. They will incorporate their new tool (Science Ring) 6 Components to Scientific Inquiry in their team oriented discovery of the nature of the Earth. This initial lesson will include the following topics: vStudy of Geology vConstructive & destructive forces vLayers of the Earth The class will provide an opportunity for the students to practice using their Science Ring tool they created in the previous class. They will be expected to create a new Science Ring with an observation topic of: The Earth. They will also add to their Template Science Ring new information that will expand their understanding of the 6 Components to Scientific Inquiry as well as reinforce the original general concept. The updating of each student’s Science Ring will also reinforce the concept that scientists build upon previous knowledge and apply it to their current endeavors.
Opportunities to Learn:
Depth of Knowledge
DOK Level 1 – Recall and Reproduction of: vCreate and label cross-section of the Earth vWhat a scientist does? DOK Level 2 – Skills and Concepts vMake observations of the Earth vCollect and classify data. vOrganize Science Rings. Bloom’s Taxonomy vKnowledge - Identify and label layers of the Earth. vComprehension - Differentiate between indirect evidence and firsthand evidence concerning the Earth’s composition.
Differentiate between (slow & fast), (constructive & destructive) forces that change the Earth. vApplication - Updating of Template Science Ring with. vAnalysis - Using template Science Ring in new scenario.
Materials: vTextbook vGlobe vScience Ring Template vAdditional supplies to make a new Science Ring. Large poster with 6 Components to Scientific Inquiry placed strategically in a permanent spot on the wall.
Objectives:
Students will be able to:
Diagram and label sections of the Earth.
Differentiate between indirect evidence and firsthand evidence concerning the Earth’s composition.
Differentiate between (slow & fast), (constructive & destructive) forces that change the Earth.
Update their Science Ring template to use in future lessons. Create a Science Ring for the topic of the Earth.
Instruction
Opening:
As the class enters have the following questions written on the board. What were the four observations about the Earth didthe class come up with 2 days ago? Any others? Have the students write them down on slips of paper they were given as they entered.
Lead the class into the realization that today, their first observations on which they will use their new Science Ring tool will be their observations of the earth. They will try to answer those questions that came up because of these observations. I will say that since it is the first time they use their Science ring tool, I will guide them through each step.
Engagement:
Activity 1 – Create a new Science Ring (Observation & Hypothesis) What happened to your time estimates? Including these is a good idea. Use six different colored index cards and have students write each of the 6 Components to Scientific Inquiry on their correct color coded index card. They can refer to permanent poster at front of class for reference. Have all students write on the observation card the Title (The PLANET EARTH ).
Ask them what were the observations that we viewed in class on the videos. Answer Mountains, Erupting volcanoes, earthquakes, deep ocean canyons.
Have the students list those observations on the Observation card of their Science Ring - The Earth On the a HYPOTHESIS card have the students write down the questions that were asked of them at the beginning of the first class: vHow big is the Earth? vHow Old Is this Earth? vWhat is it made of? vHas it always looked the same, does it change? as well as any other questions they can come up with. Activity 2 – Where and how do we find our data? (planning) Lead a discussion where students come up with places where they might find the information which will answer the questions they have in their Hypothesis section of their tools. List should include online sites, textbooks, experts (geologists) (maybe even science teachers), their own experience or knowledge. Have a designated student be the designated science scribe for the activity, writing down all answers on the board as you circulate around the class keeping order. At end of the exercise have the students transcribe all their suggestions onto their Planning Card and suggest that they add one more from you which will be explained shortly. They will write The words (Science Teams) on their Planning card. How will they know how to tell if their data (information) is from a reliable source? Activity 3 Jigsaw Activity-Getting the information (Data) Break the class into small groups and assign to each group a topic in the textbook with corresponding pages. Explain to students that they must research document, and report back to the class as a team. Their report will consist of important uncovered data which should include terms and their definitions as well as processes pertaining to their topic, which will be written on the board. Topics: vGeology Specific pages? vStudying surface changes. vThe Crust vThe Mantle vThe Core vTemperature and pressure. vMagnetic field What questions will students answer during their research? During each team’s report back on their assigned topics, I will make sure that all pertinent terms are listed by way of open ended questioning. After each team reports on their topic, have each student create a new Data colored index card for each topic and list the data uncovered. So is each team reporting to the whole class. This is the "1/2 jigsaw." What directions will you give for team presentations. Closure: Thank the teams for a job well done and add that as fledgling scientist they have worked well together and compiled an impressive collection of data, and their first SCIENCE Ring is coming along well. Tell them they have succeeded in doing what asked of them at the beginning of class. Explain that their ability to work well in teams has helped everybody. It is easier to do thing as a team instead of all by yourself. Home work: Take 4 Data index cards home and copy the two diagrams found on page 23 in the textbook. One diagram per card with 2 extras just in case of problems. (If extra time at end of class, homework could be started.) Read Section 2 (3 pages) in textbook.
Have you made sample cards? If so, you should scan them in and insert them here?
Assessment:
Formative assessment can be made during the jigsaw exercise as I circulate among the students. It will occur while I ask probing questions and provide positive reinforcement that focus on the understanding of key terms and processes. Summative assessment will be based on the completeness of each of the newly constructed Science Ring and also on their updated Science Ring Template.
Lesson Title: Observation # 1 The Earth Under Our Feet
State Standards: GLEs/GSEs
R.I. GSEs Standards Unifying Themes Of Science v Scientific Theoryv Nature of Science
Earth and Space Science ESS1(5-8)POC-3 Explain how Earth events (abruptly and over time ) can bring about changes in Earth's surface: landforms, ocean floor, rock forms, or climate.
ESS1(7-8) -3 Students demonstrate an understanding of processes and change over time within earth systems by...
3a) Evaluating slow processes e.g. seafloor spreading, mountain building to determine how the Earth has changed and will continue to change over time.
3b) Evaluating fast processes e.g. earthquakes to determine how the Earth has changed and will continue to change over time.
National Standards:
National Science Standard GAll students should develop understandinf of:
- Science as a human endeavor.
- Nature of science.
- History of Science.
Content Standard DAs a result of their activities in grades 5-8, all students should develop an understanding of
the structure of the earth system.
Context of Lesson:
Using the guiding statement “Let us, as scientist begin the task of looking at this Earth with our newly discovered scientific tools and scientific perspective that we learned in the last class. We need to practice.” the class will embark on their first experience of being scientists.The class will begin their investigation into the understanding of the Earth they are living on, otherwise known as the science of geology. They will incorporate their new tool (Science Ring) 6 Components to Scientific Inquiry in their team oriented discovery of the nature of the Earth.
This initial lesson will include the following topics:
v Study of Geology
v Constructive & destructive forces
v Layers of the Earth
The class will provide an opportunity for the students to practice using their Science Ring tool they created in the previous class. They will be expected to create a new Science Ring with an observation topic of: The Earth. They will also add to their Template Science Ring new information that will expand their understanding of the 6 Components to Scientific Inquiry as well as reinforce the original general concept. The updating of each student’s Science Ring will also reinforce the concept that scientists build upon previous knowledge and apply it to their current endeavors.
Opportunities to Learn:
Depth of Knowledge
DOK Level 1 – Recall and Reproduction of:v Create and label cross-section of the Earth
v What a scientist does?
DOK Level 2 – Skills and Concepts
v Make observations of the Earth
v Collect and classify data.
v Organize Science Rings.
Bloom’s Taxonomy
v Knowledge - Identify and label layers of the Earth.
v Comprehension - Differentiate between indirect evidence and firsthand evidence concerning the Earth’s composition.
Differentiate between (slow & fast), (constructive & destructive) forces that change the Earth.
v Application - Updating of Template Science Ring with.
v Analysis - Using template Science Ring in new scenario.
Materials:
v Textbook
v Globe
v Science Ring Template
v Additional supplies to make a new Science Ring.
Large poster with 6 Components to Scientific Inquiry placed strategically in a permanent spot on the wall.
Objectives:
Students will be able to:Diagram and label sections of the Earth.
Differentiate between indirect evidence and firsthand evidence concerning the Earth’s composition.
Differentiate between (slow & fast), (constructive & destructive) forces that change the Earth.
Update their Science Ring template to use in future lessons.
Create a Science Ring for the topic of the Earth.
Instruction
Opening:
As the class enters have the following questions written on the board. What were the four observations about the Earth didthe class come up with 2 days ago? Any others? Have the students write them down on slips of paper they were given as they entered.Lead the class into the realization that today, their first observations on which they will use their new Science Ring tool will be their observations of the earth. They will try to answer those questions that came up because of these observations. I will say that since it is the first time they use their Science ring tool, I will guide them through each step.
Engagement:
Activity 1 – Create a new Science Ring (Observation & Hypothesis) What happened to your time estimates? Including these is a good idea.Use six different colored index cards and have students write each of the 6 Components to Scientific Inquiry on their correct color coded index card. They can refer to permanent poster at front of class for reference.
Have all students write on the observation card the Title (The PLANET EARTH ).
Ask them what were the observations that we viewed in class on the videos. Answer Mountains, Erupting volcanoes, earthquakes, deep ocean canyons.
Have the students list those observations on the Observation card of their Science Ring - The Earth
On the a HYPOTHESIS card have the students write down the questions that were asked of them at the beginning of the first class:
v How big is the Earth?
v How Old Is this Earth?
v What is it made of?
v Has it always looked the same, does it change?
as well as any other questions they can come up with.
Activity 2 – Where and how do we find our data? (planning)
Lead a discussion where students come up with places where they might find the information which will answer the questions they have in their Hypothesis section of their tools. List should include online sites, textbooks, experts (geologists) (maybe even science teachers), their own experience or knowledge.
Have a designated student be the designated science scribe for the activity, writing down all answers on the board as you circulate around the class keeping order.
At end of the exercise have the students transcribe all their suggestions onto their Planning Card and suggest that they add one more from you which will be explained shortly. They will write The words (Science Teams) on their Planning card.
How will they know how to tell if their data (information) is from a reliable source?
Activity 3 Jigsaw Activity-Getting the information (Data)
Break the class into small groups and assign to each group a topic in the textbook with corresponding pages. Explain to students that they must research document, and report back to the class as a team. Their report will consist of important uncovered data which should include terms and their definitions as well as processes pertaining to their topic, which will be written on the board.
Topics:
v Geology Specific pages?
v Studying surface changes.
v The Crust
v The Mantle
v The Core
v Temperature and pressure.
v Magnetic field
What questions will students answer during their research?
During each team’s report back on their assigned topics, I will make sure that all pertinent terms are listed by way of open ended questioning. After each team reports on their topic, have each student create a new Data colored index card for each topic and list the data uncovered. So is each team reporting to the whole class. This is the "1/2 jigsaw." What directions will you give for team presentations.
Closure:
Thank the teams for a job well done and add that as fledgling scientist they have worked well together and compiled an impressive collection of data, and their first SCIENCE Ring is coming along well. Tell them they have succeeded in doing what asked of them at the beginning of class. Explain that their ability to work well in teams has helped everybody. It is easier to do thing as a team instead of all by yourself.
Home work: Take 4 Data index cards home and copy the two diagrams found on page 23 in the textbook. One diagram per card with 2 extras just in case of problems. (If extra time at end of class, homework could be started.)
Read Section 2 (3 pages) in textbook.
Have you made sample cards? If so, you should scan them in and insert them here?
Assessment:
Formative assessment can be made during the jigsaw exercise as I circulate among the students. It will occur while I ask probing questions and provide positive reinforcement that focus on the understanding of key terms and processes.Summative assessment will be based on the completeness of each of the newly constructed Science Ring and also on their updated Science Ring Template.
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: